Transcript Highlights:

• math.
• So you're looking here at math. So we have one side for math, one slide for ELA. This one's math.
• It's not like 3 through 8 where you're just doing 5th grade math, 6th grade math, 7th grade math, right
• For math, it's just three credits of math.
• For math, it's just three credits of math.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• It requires math core to use evidence-based instructional support to evaluate and accelerate student
• It requires math core to use evidence-based instructional support to evaluate and accelerate student
• It requires math core to use evidence-based instructional support to evaluate and accelerate student
• to apply only when providing instruction to apply only when providing instruction in<00:21:50.799
• Section 21 requires uh instruction on Section 21 requires uh instruction on reading<00:23:49.919>

Bills: HF1388

Keywords: BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching

Transcript Highlights:

• <00:03:10.040> class prevents them from taking a math class prevents them from taking a math
• to try to get even more math instruction.
• to try to get even more math instruction.
• math instruction I was to get even more math instruction I was also<00:47:34.760> a<00:47:34.960
• not should be a math student math is not should be a math student math is not interchangeable<00:

Keywords: 1187, senate, all

Transcript Highlights:

• workforce development, instructional workforce development, instructional capacity,<00:35:56.480
• instruction and systems over time. instruction and systems over time.
• How are we affecting math? How reading? How are we affecting math?
• I did not love math. Did not with you. I did not love math. Did not never<01:41:42.159> did.
• and how we correlated that into math. and how we correlated that into math.

Keywords: 1183, house

Summary: The Education Finance Committee met on March 3, 2026, approved the minutes from February 26, and then held a lengthy informational hearing on the Minnesota Department of Education’s funding and internal allocation of resources. House fiscal staff walked members through several spreadsheets showing federal, non-general fund, and general fund administrative spending, noting the data was filtered from SWIFT and was not exact. The chair said the discussion was intended to help members understand how MDE is funded and how those funds are used internally, in advance of later budget decisions and a separate upcoming hearing on the Perpich Center. Commissioner Willie Jett opened by describing MDE’s mission, statewide reach, and FY 2026 budget of about $14.1 billion, most of which flows directly to districts and charter schools for instruction, special education, transportation, nutrition, and operations. He emphasized transparency, accountability, and the department’s role in implementing laws, distributing aid, and supporting schools and students across urban, suburban, and rural communities. He also noted the department serves more than 873,000 pre-K through 12 students in 2,264 schools. Deputy Commissioner Maren Holden outlined the Office of American Indian Education, the Office of General Counsel, and the Office of Inspector General, highlighting support for American Indian students, legal and rulemaking work, special education dispute resolution, fraud prevention, and student maltreatment investigations. Assistant Commissioner Dr. McCari Traum described the Office of Equity and Engagement, including equity and inclusion training, safe and supportive schools work, public engagement, family outreach, and fraud-prevention coordination. Assistant Commissioner Darren Cordy reviewed nutrition programs, special education services, and the charter center, including free school meals, commodity food distribution, IDEA compliance, and charter school support. Assistant Commissioner Bobby Bernham then described the Office of Teaching and Learning, including early education, academic standards, instruction and assessment, state library services, expanded learning, and literacy work. He highlighted early childhood alignment efforts, standards development across core subjects, professional learning, and library grants. No votes were taken beyond approval of the prior minutes, and the meeting remained informational, with members expected to ask questions after the presentations.

Transcript Highlights:

• new instructional strategies.
• <00:18:52.840> mentor<00:18:53.520> for<00:18:53.720> other serves as a math
• :18:56.920> to launching a school-based math cohort to launching a school-based math cohort to
• instructional strategies. instructional strategies.
• Kylie integrates bilingual instruction Kylie integrates bilingual instruction with<00:24:01.920>

Bills: HB1576, HB2490, HB1546, HB1588

Keywords: HB1576, Hawaii film industry, DBEDT, BLNR, Department of Business Economic Development and Tourism, Board of Land and Natural Resources, film permits, motion picture production, television production, commercial filming, digital media tax credit, film production tax credit, public notice, transparency, state lands, film studio, land set-aside, revocable permit, memorandum of agreement, memorandum of understanding

Transcript Highlights:

• Representative Dot Seth, we had math core from Wrap Way.
• Sections 5, 7, and 8, along with the revisor instruction at the end, are also included.
• Section one modifies the Math Core Program, requiring it to use evidence-based instructional support.
• Instructional support to evaluate and accelerate student learning on foundational mathematics skills
• Line 16 shows the Minnesota math program increase, so they are receiving an increase of $1 million in

Bills: HF1388

Keywords: BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching

Transcript Highlights:

• That is about 6. 60 lessons when you do the math on that, which makes up about one-third of the class
• Teachers have the resources, training and instructional materials to provide the alternative projects
• The adoption of health instructional materials for 2020.
• The root cause is the lack of standardized instructional materials, forcing teachers to put together
• AB 86 ensures this long overdue adoption. of updated health instructional materials.

Keywords: 988, house, all

Transcript Highlights:

• This bill provides greater flexibility for districts and instructional personnel authorizing districts
• Open meetings and public input extend the district's instruction for nursing timeline from 3 to 5 years
• If you look at the current system, performance of students is kind of for 3rd instructional practices
• My name is James Luskin, 90's, AP statistics it math applications interpretations and sticking schools
• Every step of the way we have seen 2 of our students are not doing well in math.

Keywords: 999, senate, all

Transcript Highlights:

• And you mentioned that it won't take place during instructional time.
• If you needed help from your math teacher, you could go do that.
• Not during instructional time. But the parents would have...
• Well, it's very clear in the language that it's a non-instructional time.
• It's not during instructional time.

Bills: HB4491, HB3240, HB4146, HB4158, HB4159, HB3718

Keywords: extracurricular activities, charter schools, student eligibility, virtual education, Oklahoma Secondary School Activities Association, prayer, religious freedom, public schools, consent, First Amendment, school policy, paid maternity leave, school employees, public health, childcare, work-life balance, education, family leave, tuition, grant

Transcript Highlights:

• School may add an additional hour of instruction in the partner language for content areas such as math
• , such as math, science, or social studies, taught in the home language.
• Now let's turn to page 8 and talk about instructional materials.
• We even looked into PED's Indigenous Instructional Scope, I believe it is as well.
• It will make a difference for high-quality instruction.

Transcript Highlights:

• One of these teachers has five tested math preps.
• And it drops to 42% in math.
• She is an instructional aide, the finest one you'll find. the state.
• It also funds math academies for K-8 educators, a proven model for improving. Instruction.
• We didn't have the instructional staff that we needed. that we needed.

Bills: HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, 1185, senate, all

Transcript Highlights:

• There's another proposal on a comprehensive approach to math instruction.
• Hub of best practices for STEM education with a specific focus on math.
• On line 100, only the high-quality instructional materials focusing on math. Is that only for that?
• STEAM initiatives funding should be predominantly focused on math, in this case, high-quality instructional
• Y'all can do the math. I hope you're able to do the math.

Transcript Highlights:

• uh, which is a math core bill. uh, which is a math core bill.
• , definition for evidence-based math, definition for evidence-based math, which<00:01:47.360>
• She says both reading corps and math core are excellent programs, and that focusing on literacy and math
• that's the next one 1171 um the math that's the next one 1171 um the math core<00:03:24.000>
• > as<01:13:43.199> balanced literacy instruction known as balanced literacy instruction

Keywords: 1183, house

Transcript Highlights:

• You have to practice it just like you practice reading, just like you practice math.
• And I will say I did better in cursive than I ever did in math. are a number of different ways in which
• in cursive than I ever did in in math. in cursive than I ever did in in math.
• You have to practice it just like you practice reading, just like you practice math.
• And I will say I did better in cursive than I ever did in math.

Keywords: 1187, senate, all

Transcript Highlights:

• Um nationwide math is is not going math.
• math at one point. math at one point.
• As a math teacher, math coach, if you can't read, nobody's going to say, "Here's 50 math problems, solve
• We've only ever offered one year of Arapaho language instruction, like the instruction.
• recalibration is that instructional recalibration is that instructional silo. silo. silo.

Keywords: 916, all

Transcript Highlights:

• If the instructional materials are already reviewed by the state committee and approved by the state,
• This bill creates a new statewide math instruction framework that increases state control over how math
• We support strong math instruction and thoughtful education policies, but those goals should be addressed
• And it says expectations of instructional personnel, just to clarify that.
• math—there shouldn't be anything that gives us alarm over evidence-based.

Summary: The Pre-K through 12 Budget Subcommittee took up CS for House Bill 1071, a broad education package described by the sponsor as updating transparency, parental rights, student safety, early learning accountability, scholarship oversight, and instructional program rules. The committee adopted two amendments without objection: one clarifying that Title I funds may be used for STEM programs, and another removing a prior provision related to canine dogs on school grounds. Members then questioned the bill’s provisions on student records transfers, instructional materials adoption and removal, educational emergency authority for low-performing schools, health education and a fetal development video, student-led organizations, FHSAA board language, lab schools, and rulemaking authority. The sponsor repeatedly said the bill was intended to improve accountability, keep education dollars focused on students, and give districts flexibility, while also noting that some issues would be addressed through future rulemaking or later amendments. Public testimony was overwhelmingly opposed. Many speakers argued the bill was an omnibus measure that bundled unrelated policies together, making it hard for families and educators to understand or meaningfully comment on it. Opponents also said it would increase school-law enforcement coordination, chill immigrant and mixed-status families’ participation, restrict DEI-related and student-led organizations, and impose controversial health and embryology content on students. Supporters, including the Christian Family Coalition and Florida Citizens Alliance, backed the fetal development video and the bill’s parental rights and funding restrictions, saying the content should be medically accurate and that schools should not fund political advocacy. Several speakers urged the committee to break the bill into separate measures. In debate, some members praised the sponsor’s responsiveness but said they would vote no because of constituent concerns, especially around DEI, the fetal development video, and local control. Others supported the bill, emphasizing rulemaking, educational emergency flexibility, EpiPen access, early learning changes, and evidence-based math instruction. The sponsor closed by reiterating support for the bill as amended, saying the law enforcement provision had been removed, the embryology content would be opt-out with posted materials, state funds should not support political advocacy, and the bill would help with safety, accountability, and student outcomes. The committee then voted on the bill after debate, with the sponsor indicating support and members stating their positions during closing discussion.

Transcript Highlights:

• WE OUTPERFORM THE NATION IN GRADE FOR MATH.
• THAT'S HOW WE WILL ACCELERATE INSTRUCTION FOR ALL STUDENTS.
• OUR STANDARDS USING INSTRUCTIONAL MATERIAL THAT IS OUTLINED IN THE STANDARDS.
• WE CONTINUE TO MONITOR THOSE SCHOOLS, TO REVIEW THE INSTRUCTION.
• WE PROVIDE INSTRUCTIONAL SUPPORT, BUSINESS SERVICES AND RISK MANAGEMENT.

Keywords: 999, senate, all

Transcript Highlights:

• The funding is $1.5 million, so let me do the math for you really quickly.
• One of the courses I instruct in is project delivery. Mr. Chair, yes, sir.
• instruction.
• They do need to know that kids can read and do math and other basic things.
• The bill requires the pilot program to include instructional modules for teachers and instruction and

Bills: HB2063, HB2271, HB2416, HB2478, HB2593, HB2692, HB2813, HB2992, HB2993, HB4044

Keywords: corrections oversight, appropriation, independent office, public safety, funding, firefighters, insurance rates, workers' compensation, firefighter cancer reimbursement, rate deviations, cost analysis, premiums, border security, drug trafficking, human smuggling, law enforcement funding, Arizona, immigration, education reform, K-12

Summary: The committee heard several appropriations and policy bills, with testimony often focused on public safety, education, and procurement. HB 263 would appropriate $1.5 million in FY2027 to the Independent Correctional Oversight Office; the sponsor and supportive testimony argued the office is needed to address serious problems in the corrections system, and the bill received a due pass recommendation, 17-1. HB 2993, as amended, would allow DPS to spend on legal services independent of the Attorney General and redirect $5 million from the Consumer Protection/Consumer Fraud Revolving Fund to the Gang and Immigration Intelligence Team Enforcement Mission Fund; the Speaker framed it as supporting law enforcement and public safety, and it passed 17-0. HB 2271 dealt with firefighter cancer coverage and insurance rates. The bill would allow an insurer covering firefighters and fire investigators to file a uniform rate deviation only if it is not reimbursed by the municipal firefighter cancer reimbursement fund. Testimony described the measure as a temporary shell pending a broader consensus agreement to bring fire districts into the reimbursement system; members stressed that firefighters should not see changes in claim handling, but several said the bill still needed work. It received a due pass recommendation on a 16-1-1 vote. HB 2416 would appropriate $20 million to DPS for local border support, including law enforcement positions, prosecution and detention costs, and equipment; sheriffs and the Arizona Sheriffs Association supported it as a continuation of existing funding for drug interdiction and border-related crime, and it passed 11-6-1. The committee also advanced HB 2692, which revises public construction procurement rules and authorizes progressive design-build and one-step competition for certain federally funded projects. Construction and procurement stakeholders said the bill was the product of a long consensus process, while some members worried about taxpayer impacts and the move away from standard procurement; it passed 10-7-1. HB 2478, as amended, creates the Arizona Commission on Student Outcomes to study K-12 accountability, standards, graduation requirements, early childhood education, and a trade pathways diploma, funded by Classroom Site Fund dollars; members debated whether the work should instead be done by ADE or the State Board, and the bill passed 11-7. The committee also heard HB 4044, which would create a Public Safety Parity Fund to support DPS and corrections salaries using investment earnings from the Budget Stabilization Fund and proceeds from forfeited digital assets; the sponsor and a troopers association witness argued it would provide a stable long-term funding source to address chronic vacancies and pay gaps.

Transcript Highlights:

• The bill adds cursive writing to the statutorily required instruction for students in grades 2 through
• Two, fifth-grade students are already required to take a type test, a science test, a math test, and
• For the last two years, we were at about 5,000 instructional vacancies across the state of Florida, and
• They are doing math. They maybe are not getting it at the level that the tests are requiring yet.
• They are doing math. They maybe are not getting it at the level that the tests are requiring yet.

Summary: The Education and Employment Committee heard and passed HB 921, which adds cursive writing to required instruction for grades 2 through 5 and requires students to demonstrate proficiency by the end of fifth grade. The bill sponsor argued cursive is important for historical literacy, everyday signatures, and possible early identification of learning differences. Opponents and several members supported teaching cursive but objected to the testing/proficiency requirement, saying students and teachers are already overburdened and that reading cursive is not currently part of the standards. Some members also raised concerns about fairness to charter schools and the bill’s application only to public schools. Despite those concerns, the bill passed 21-0 and was reported favorable. The committee then took up PCS for HB 1405, a major rewrite of Florida’s juvenile prevention and truancy statutes in Chapter 984, covering children in need of services/families in need of services. The bill updates definitions and procedures, strengthens truancy intervention, requires earlier and more detailed school reporting, adds parent involvement through child study teams, allows virtual participation, and sets review timelines for shelter placement. Sponsors said the goal is prevention and family support rather than punishment, with court involvement only after school-based intervention. Members asked about school compliance, court capacity, parent accountability, and whether all counties have child study teams; the sponsors said the bill expects CSTs in every school and can escalate cases to court and, if needed, to prosecutors for noncompliant parents. Public testimony on the juvenile justice bill was supportive, including from the Department of Juvenile Justice, youth services groups, and juvenile justice advocates. In debate, members praised the modernization effort and the emphasis on early intervention and family participation, while also noting the bill’s size and suggesting further attention to attendance thresholds. The PCS for HB 1405 was then approved unanimously and reported favorable. The committee adjourned after completing its agenda.

Transcript Highlights:

• You can refer back to the Minnesota Fed report a few years ago about reading, writing, math, things of
• few years ago about Reading Writing math few years ago about Reading Writing math things<00:04:31.280
• For literacy, the curriculum and instruction should be aligned to the science of reading.
• For literacy, the curriculum and instruction should be aligned to the science of reading.
• then you know just doing some quick math then you know just doing some quick math if<00:14:39.600

Keywords: 1183, house